Lesson study in initial teacher education: students’ positioning analysed through the lens of Figured Worlds

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper considers how lesson study (LS) can be used to support professional development in initial teacher education (ITE). The concept of Figured Worlds is used to analyse the student teachers’ positioning in relation to various ‘figures’ e.g. the school-mentor and university tutor involved in the lesson study process. Findings will aid reflection on how best to employ lesson study in initial teacher education. I argue that teachers who have trained through lesson study might be able to challenge accepted practice. In this particular case the experience seems to allow student teachers to position themselves as teacher-researchers who are able to develop practice through reflection.
Original languageEnglish
Title of host publicationBSRLM Proceedings
PublisherBritish Society for Research into Learning Mathematics
Pages13-18
Number of pages6
Volume36(1)
Publication statusPublished - 27 Feb 2016

Publication series

NameProceedings of the British Society for Research into Learning Mathematics
PublisherBritish Society for Research into Learning Mathematics

Keywords

  • lesson study
  • initial teacher education
  • Figured World

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